Early
Alert Intervention Program
Institution:
Virginia Commonwealth University
Nominated
by: Seth Sykes
In
1994, the Office of Academic Advising at Virginia Commonwealth
University instituted an Early Alert Program for the purpose of
identifying and advising first-year students in academic difficulty.
In 2001, the Advising Office not only expanded and refined the
program but also began to collect data about its effectiveness.
The goals of the program are: to enhance the academic success
of first-year students through an intrusive academic advising
program and to impact first-year student persistence by offering
opportunities for student success and learning potential.
Every
October, the university collects early semester grades from instructors
who teach 100- or 200-level courses. The university then notifies
students who are receiving grades of D or F. Following this notification,
advisors contact the students by phone or e-mail to schedule an
intervention session. During this session, advisors address the
academic difficulties experienced by students, recommend general
study strategies, and provide specific study tips from instructors.
According
to the assessment conducted for fall 2002, the Early Alert Intervention
Program achieved all of the following objectives: (1) it increased
the A-B-C rate for final course grades in the class(es) for which
students received an Early Alert notice; (2) it decreased the
number of students who were placed on academic warning in the
following semester; and (3) it increased the first-to-second semester
student retention rate. The success of the program demonstrates
the importance of combining an early alert notification system
with an effective intervention program.
Pegasus
Success Program: A Collaborative Early Entry Advising Program
University of Central Florida, Orlando, FL
Directed by: DeLaine Priest.
-- Nominated by: DeLaine
Priest or Christy Sidhu
The
University of Central Florida’s Pegasus Success Program
is a collaborative learning community that offers academic
support to at-risk first year students. This six-week summer
bridge program is designed to provide proactive academic advising,
assist students in establishing academic goals, and provide
tutoring and supplemental workshops. The program bridges the
transition from high school to college, articulates academic
policies, and connects students to university resources. Programming
and services are delivered through collaborative efforts of
the Student Academic Resource Center, Undergraduate Admissions,
Orientation, UCF faculty, Housing, University Writing Center
and various other UCF departments.
In the seven years since the Pegasus Program was first implemented,
over 93% of the number of students enrolled (over 800 students)
have successfully gained admissions to the University.
EXCEL:
NSU's Program for Under-prepared Students
Northwestern State University, Natchitoches, LA
Directed by: Christie Anderson -- Nominated by: Sue
Weaver
The
EXCEL program at Northwestern State University (NSU) of Louisiana
has greatly evolved since its inception in the fall of 1998.
EXCEL began as a solution to combat the attrition rates of
under-prepared freshmen at the University. The program’s
target population includes students with multiple developmental
course requirements, low standardized test scores, and/or low
GPAs. EXCEL offers comprehensive services including academic
advising, tutoring, learning resources, learning labs, career
planning, and instruction for college credit. EXCEL has been
successfully institutionalized at the University and is credited
as being an effective retention strategy by faculty, staff,
and administrators.
Achievement in
Mainstreaming
University of Florida
Directed by: Dana Peterson
Nominated by: Albert
Matheny
The
University of Florida's (UF) retention initiative
targeting at-risk freshmen is referred to as
the Achievement in Mainstreaming (AIM) Program.
The AIM program's mission is to assist at-risk
students with their transition into a competitive
higher education institution. AIM provides a
structured curriculum, academic advising and
additional support services designed to improve
these students' chances of success in their first
year and their persistence to graduation. AIM's
goals are supported by a group of campus-wide
representatives from various units including
financial aid, housing, and admissions.
AIM
advising is designed around a proactive paradigm.
Given its size, UF does not normally require
intensive advisement of students each semester.
AIM students agree to participate in mandatory
advising. Group sessions are used to educate
the students about academic requirements and
policies. In addition,
advisors discuss students' progress and performance, personal
concerns, and university resources in individual
sessions. At the end of each term, the AIM advisors
review the students' progress and encourage them
to reflect on their performance for their chosen
majors and career goals.
The
retention rates of AIM students are comparable
to those of all Summer B freshmen. Give that
the AIM students rank academically in the lowest
25% of entering freshmen, their ability to persist
is a testament to the value of the program and
to the students' level of dedication. In their
evaluations, nearly all AIM students express
an appreciation for the intrusive advisement
that they receive as part of this program.
UNIV 101:
The Advising Plan
University of Alabama-Birmingham
Directed by: Nancy
Walburn
Nominated by: Deborah
Littleton
In a unique collaborative
effort at the University of Alabama at Birmingham, teaching
faculty and professional advisors have combined critical thinking
and developmental advising in an innovative approach to retain
a high-risk student population.. A course, University 101,
has been designed using existing resources and expertise on
campus for this initiative. Faculty help students develop critical
thinking skills that are needed in the university environment,
especially in core curriculum classes, while academic advisors
help these students evaluate their educational goals and identify
realistic strategies for achieving these goals.
An advising assignment
was developed as part of the course in order to provide specialized
advising that focuses on the specific needs of this targeted
group of students. In consultation with the advisor, each student
develops a plan for successful transition into the university.
The plan connects them to specific university resources suited
to their individual needs.
Assessment data
demonstrate the effectiveness of the program and improved retention
rates. An extensive evaluation of the program components has
been established in order to determine the effectiveness of
each element. The data show the advising assignment has clearly
served its purpose in assisting students through a difficult
transition into the university.
Middle Tennesse State University
Developmental Studies Counseling Office
Nominated by: Carol Bader
The Developmental
Studies Department at MIddle Tennessee State University is
designed to serve students who are underprepared to enter the
college curriculum. The counseling area is a vital component
of the department's success. The central function of the developmental
studies counselors is to provide assistance to all students
in developmental courses in their academic growth and adjustment
to university life. Developmental studies counselors provide
academic support through regular meetings with each student,
including additional sessions with students who are on probation.
Although advising
is not mandatory, the counselors have contact with at least
90% of all students enrolled in a developmental studies course.
The high percentage of students contacted indicates a commitment
to outreach so that all students have a contact person at the
University who they know will help.
The counselors
work closely with the department chairperson, instructors,
and area coordinators to trouble-shoot and resolve student
problems as they arise via an alert system. Evaluations from
faculty indicate that they rely heavily on the counselors to
work one-on-one with students who are at-risk. In part, because
of the individual attention each student receives from a counselor,
the retention rate among students in developmental studies
is higher than MTSU's non-developmental studies population.
Since 1988, the counselors, through their continual dedication,
have established a model of excellence for serving students
who are underprepared.
